Recalibrating Public Service: Valuing Engagement, Empathy, Social Equity, and Ethics in Public Administration

Dolamore, Stephanie; Whitebread, Geoffrey

doi:10.1080/10999922.2021.2014223

Cited by 10 publications

(2 citation statements)

References 16 publications

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“…Linking social equity as a solution to improved governance will be key. Dolamore and Whitebread (2022) suggest "recalibrating public service" by focusing on a new set of 4E's: engagement, empathy, equity, and ethics. By incorporating these new values to the traditional values in public service (i.e., economy, efficiency, effectiveness, and equity), practitioners and researchers can emphasize principles in democratic governance, where government not only looks like those they serve but seeks to understand the evolving needs of diverse groups (Norman-Major, 2022).…”

Section: Social Equity In Public Administration: Future (Post-2023)mentioning

confidence: 99%

Social Equity in Public Administration: Past, Present, and the Future

Yu,

McCandless,

Rauhaus

2023

J. Public Nonprof Aff.

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By 2018, the United States was (again) faced with a number of turbulent and divisive issues. In response, the Minnowbrook at 50 conference identified several critical areas of emphasis to advance social equity in research, teaching, and the practice of public administration. In this essay, we highlight these renewed efforts to describe its progress during the past five years (e.g., 2018–2023), as well as review the conceptual development of social equity in public administration prior to the Minnowbrook at 50 conference (e.g., pre-2018). We conclude with a re-examination of the future of social equity in public administration by upholding past principles, while encouraging new practices, pedagogy, and scholarship within the social equity domain (e.g., post-2023).

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Section: Social Equity In Public Administration: Future (Post-2023)mentioning

confidence: 99%

Social Equity in Public Administration: Past, Present, and the Future

Yu,

McCandless,

Rauhaus

2023

J. Public Nonprof Aff.

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“…Pedagogical choices are hugely influential in creating a balanced, diverse, and inclusive educational experience (Addy et al, 2021; Finkelstein et al, 2021; Harris et al, 2020; Hogan & Sathy, 2022; Mason et al, 2020). At the same time, they may reveal subtle or unintentional practices that could result in inequitable outcomes in public service praxis, such as perpetuating White male/Eurocentric, ableist, philanthropic/savior perspectives, treated as endemic in the nonprofit literature (Dolamore & Whitebread, 2022; Feit & Sandberg, 2022). The literature, thus far, speaks to some of this—but this article fills this gap with our broad examination of how social equity values such as diversity or inclusion are made visible in syllabi.…”

Section: Introductionmentioning

confidence: 99%

Street-Level Pedagogy: Fostering and Communicating Social Equity Through Course Syllabi

Irizarry

Evans

Meyer

2023

Nonprofit and Voluntary Sector Quarterly

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This article examines frontline educators as street-level bureaucrats and their pedagogical philosophies, approaches, and choices—what we are calling “street-level pedagogy” to prepare current and future public servants and nonprofit leaders. This provides crucial insight into how (or if) social equity is incorporated into syllabi through a critical reflection on what materials and perspectives are assigned and how they are communicated. Our findings show that gender diversity is more visible, largely through authors of assigned readings, but that visibility is dependent upon presentation method (i.e., citation style). The gender of the professor is linked to gendered patterns in selection of authors of assigned readings. Other types of diversity and intersectionality were visible in course topics and readings, which are discussed along with implications for communicating social equity in graduate nonprofit curricula.

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